Relevant bibliographies by topics / Multimodal technology

Academic literature on the topic 'Multimodal technology'

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Published: 10 December 2022
Last updated: 9 March 2023

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Journal articles on the topic "Multimodal technology"

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Xiong, Ao, Yuanzheng Tong, Shaoyong Guo, Yanru Wang, Sujie Shao, and Lin Mei. "An Optimal Allocation Method of Power Multimodal Network Resources Based on NSGA-II." Wireless Communications and Mobile Computing 2021 (October 26, 2021): 1–10. http://dx.doi.org/10.1155/2021/9632277.

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Basic services for power business were provided by the power multimodel network providers. However, because the power multimodal network is usually complex and changeable, the service of power business is often unstable. This problem can be solved by a suitable network resource optimization method. Therefore, how to design a network resource optimization method that seeks a compromise between multiple performance indicators that achieve the normal operation of power multimode networks is still extremely challenging. An optimal allocation method of power multimodal network resources based on NSGA-II was proposed by this paper. Firstly, the power multimodal network-resource model is established, and the problems existing in the resource optimization process are analyzed. Secondly, preprocessing technology and indirect coding technology are applied to NSGA-II, which solves the coding problem and convergence problem of the application of genetic algorithm to the optimization of network resource allocation. Finally, the simulation results show that, compared with the control algorithm, this method has further optimized the various indicators of the resource allocation of the power multimodal network, and the performance has been improved by more than 6%.
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Wang, Huansha, Ruiyang Huang, and Jianpeng Zhang. "Research Progress on Vision–Language Multimodal Pretraining Model Technology." Electronics 11, no. 21 (October 31, 2022): 3556. http://dx.doi.org/10.3390/electronics11213556.

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Because the pretraining model is not limited by the scale of data annotation and can learn general semantic information, it performs well in tasks related to natural language processing and computer vision. In recent years, more and more attention has been paid to research on the multimodal pretraining model. Many vision–language multimodal datasets and related models have been proposed one after another. In order to better summarize and analyze the development status and future trend of vision–language multimodal pretraining model technology, firstly this paper comprehensively combs the category system and related tasks of vision–language multimodal pretraining. Secondly, research progress on vision–language multimodal pretraining is summarized and analyzed from the two dimensions of image–language and video–language models. Finally, problems with and development trends in vision–language multimodal pretraining are discussed.
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Cho, Byungchul, and Jong-Man Park. "Technology Review on Multimodal Biometric Authentication." Journal of Korean Institute of Communications and Information Sciences 40, no. 1 (January 30, 2015): 132–41. http://dx.doi.org/10.7840/kics.2015.40.1.132.

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Hirose, Michitaka. "Development of Multimodal Human Interface Technology." IEEJ Transactions on Electronics, Information and Systems 129, no. 10 (2009): 1774–77. http://dx.doi.org/10.1541/ieejeiss.129.1774.

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Moura, H. "Discourse & Technology: Multimodal Discourse Analysis." IEEE Transactions on Professional Communication 48, no. 3 (September 2005): 329–31. http://dx.doi.org/10.1109/tpc.2005.853943.

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Beaudette, Kathy, Jiawen Li, Joseph Lamarre, Lucas Majeau, and Caroline Boudoux. "Double-Clad Fiber-Based Multifunctional Biosensors and Multimodal Bioimaging Systems: Technology and Applications." Biosensors 12, no. 2 (February 1, 2022): 90. http://dx.doi.org/10.3390/bios12020090.

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Optical fibers have been used to probe various tissue properties such as temperature, pH, absorption, and scattering. Combining different sensing and imaging modalities within a single fiber allows for increased sensitivity without compromising the compactness of an optical fiber probe. A double-clad fiber (DCF) can sustain concurrent propagation modes (single-mode, through its core, and multimode, through an inner cladding), making DCFs ideally suited for multimodal approaches. This study provides a technological review of how DCFs are used to combine multiple sensing functionalities and imaging modalities. Specifically, we discuss the working principles of DCF-based sensors and relevant instrumentation as well as fiber probe designs and functionalization schemes. Secondly, we review different applications using a DCF-based probe to perform multifunctional sensing and multimodal bioimaging.
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Wu, Dan. "College English Multimodal Teaching Based on Digital Information Technology." Computational Intelligence and Neuroscience 2022 (July 30, 2022): 1–10. http://dx.doi.org/10.1155/2022/2911215.

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In the era of in-depth application of knowledge technology in the field of education, the teaching mode combining school English teaching and network data technology is widely used in school English education. Teaching resources have become electronic resources under the influence of digital information technology. However, English teaching often ignores all aspects of English ability, so there are still shortcomings in English teaching. The role of information technology makes a single English teaching text model unable to meet the needs of scholars. In recent years, multimodal events have enriched the expression of language input and output content, which is in line with the learning needs of current students. Therefore, under the premise of digital information technology, this paper constructs a multimodal English teaching model from the aspects of multimodal English teaching resources, multimodal English teaching activities, and multimodal English teaching analysis. It aims to mobilize the enthusiasm of scholars to learn English from various aspects and build a multimodal teaching mode of English for teachers supported by digital data technology. Therefore, the experiment shows that the multimodal teaching mode of college English based on digital information technology proposed in this paper will mobilize the enthusiasm of students to learn in a comprehensive way. It greatly improves students’ English performance, promotes the development of students’ autonomous learning ability and comprehensive language ability, and improves the quality of English teaching by 20%.
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Schnaider, Karoline, Limin Gu, and Oscar Rantatalo. "Understanding technology use through multimodal layers: a research review." International Journal of Information and Learning Technology 37, no. 5 (October 2, 2020): 375–87. http://dx.doi.org/10.1108/ijilt-02-2020-0020.

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PurposeThe purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approachThe article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of “multimodal layers” was used to synthesise previous research.FindingsThe findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implicationsA multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/valueThe review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.
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Ping, Zou, and Yueyan Liu. "Classification and Visual Design Analysis of Network Expression Based on Big Data Multimodal Intelligence Technology." Discrete Dynamics in Nature and Society 2022 (April 20, 2022): 1–7. http://dx.doi.org/10.1155/2022/7542606.

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The rapid development of the Internet in modern society has promoted the development of many different network platforms. In the context of big data, many types of multimodal data such as pictures, videos, and texts are generated in the platform. Through the analysis of multimodal data, we can provide better services for users. The traditional big data analysis platform cannot achieve a completely stable state for the analysis of multimodal data. The construction of multimodal intelligent platform can achieve efficient analysis of relevant data, so as to create greater economic benefits for the society. This paper mainly studies the historical development trend of big data multimodal intelligence technology and the data processing method of multimodal intelligence technology applied to network expression classification, including data acquisition, storage, and analysis. Finally, it studied the fusion algorithm between multimodal data and visual design, as well as the classification of network expression and the application result analysis of visual design in big data multimodal intelligence technology.
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Kang, Jie, Xiao Ying Chen, Qi Yuan Liu, Si Han Jin, Cheng Han Yang, and Cong Hu. "Research on a Microexpression Recognition Technology Based on Multimodal Fusion." Complexity 2021 (November 15, 2021): 1–15. http://dx.doi.org/10.1155/2021/5221950.

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Microexpressions have extremely high due value in national security, public safety, medical, and other fields. However, microexpressions have characteristics that are obviously different from macroexpressions, such as short duration and weak changes, which greatly increase the difficulty of microexpression recognition work. In this paper, we propose a microexpression recognition method based on multimodal fusion through a comparative study of traditional microexpression recognition algorithms such as LBP algorithm and CNN and LSTM deep learning algorithms. The method couples the separate microexpression image information with the corresponding body temperature information to establish a multimodal fusion microexpression database. This paper firstly introduces how to build a multimodal fusion microexpression database in a laboratory environment, secondly compares the recognition accuracy of LBP, LSTM, and CNN + LSTM networks for microexpressions, and finally selects the superior CNN + LSTM network in the comparison results for model training and testing on the test set under separate microexpression database and multimodal fusion database. The experimental results show that a microexpression recognition method based on multimodal fusion designed in this paper is more accurate than unimodal recognition in multimodal recognition after feature fusion, and its recognition rate reaches 75.1%, which proves that the method is feasible and effective in improving microexpression recognition rate and has good practical value.
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Dissertations / Theses on the topic "Multimodal technology"

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Schüssel, Felix [Verfasser]. "Multimodal input fusion for companion technology / Felix Schüssel." Ulm : Universität Ulm, 2018. http://d-nb.info/1154486818/34.

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Hewson, Emma Louise. "Multimodal interactions in a carbonated beverage system." Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11159/.

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Predicting flavour perception is complicated by interactions occurring both within and across sensory modalities, but understanding these interactions and the resulting multimodal integration is crucial to the formulation of successful products. Despite the commercial appeal of carbonated soft drinks, few studies have examined the effects of tastant: aroma: carbonation interactions on sensory perception. To facilitate these investigations, a citrus flavoured model beverage was created containing ingredients common in commercial beverages; water, aroma volatiles, sugar (glucose or fructose; equi-sweet levels), and acid (citric and lactic acid; equi-sour levels). The complexity of the beverage was gradually increased (influence of carbonation and caffeine) until the model beverage contained elements capable of stimulating gustatory, olfactory and trigeminal systems. Samples, selected according to D-optimal designs, were evaluated instrumentally (APCI-MS measuring volatile release, rheological measures of viscosity), and sensorially (using a trained panel of assessors). Predictive polynomial models were generated from mean panel data to explain variations in the attributes as a function of the design factors. The model beverages provided evidence that multi-modal interactions occurred within this model beverage system. Increasing both sugars and acids resulted in an increase in perceived citrus flavour which was not related to any alteration in volatile release measured instrumentally. Intriguingly, glucose and fructose showed different flavour perception enhancement profiles despite being used at perceptually equi-sweet levels. This difference between the monosaccharides was also evident in the predictive models generated for mouthfeel attributes. 'Overall fizziness' was dependant only on carbonation level and unaffected by levels of tastants. However, varying levels of glucose impacted on 'tingling', a relationship not mimicked by fructose. Addition of carbonation increased perceived sourness, in agreement with previous literature, but results also demonstrated a suppressive effect on perceived sweetness. Interestingly, evaluation of non-caffeinated beverages revealed the perception of a bitter aftertaste, which was primarily driven by CO2 level, enhanced by citric acid, and suppressed by increasing sugar concentration. In caffeinated beverages, however, caffeine concentration was the main influence on 'bitterness' and 'bitter aftertaste' attributes. Despite beverage manufacturers including caffeine as 'flavouring' there was little evidence to suggest caffeine concentration modified perception of citrus flavour in this system. This project provides a comprehensive assessment of the sensory profile of a model carbonated beverage. Combining instrumental and sensorial analysis provided novel evidence of the influence of multi-modal interactions on sensory perception, and highlights the differential effects of two monosaccharides on several key sensory attributes.
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Heljedal, Martin. "Factors Influencing the Choice between Road and Multimodal Transportation." Licentiate thesis, Linköpings universitet, Kommunikations- och transportsystem, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-102169.

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Non-sustainable transportation is a great part of the stress that human activities put on the environment. Road transportation constituted 74% of the total inland tonne-kilometres in the EU during 2009, to be compared to rail transportation at 15%. In Sweden the numbers are slightly more in favour of rail transportation, but still a small share despite the fact that the European Committee promotes sustainable modes of transport. To reduce the environmental impact from the transport sector, and be able to promote the use of sustainable transport modes, it is important to gain an understanding of why the modal balance is disposed this way. By case studies and a survey, four factors, viz costs, environmental impact, attitudes and risks, and their impact on the choice of mode of transportation for companies located in the vicinity of a rail terminal are studied. The results clearly show that the environmental impact of rail transportation is only a fraction of that of the road transportation and could possibly influence the choice of rail transportation in a positive way. However, rail transportation is less cost efficient, flexible and reliable and these aspects – despite the advantageous conditions in terms of infrastructure and geographical vicinity to a rail terminal – contribute to a negative bias towards rail transportation among companies in the study. Thus, the cost and attitudes factors counteract the choice of rail transportation. In addition, risks, as the final factor, also counteracts the choice, since it is found that respondents consider the risks of disturbances such as delays, theft and accidents to be important when considering mode of transportation and that rail transportation is viewed as lacking compared to road transportation. This thesis contributes to the existing theory about the costs-related issues and the environmental impact of rail transportation, as well as how companies with beneficial conditions to employ rail transportation consider the mode with regards to e.g. reliability and safety, and how these factors influence the modal choice among buyers of transportation services that are located close to a rail terminal. With this knowledge, policymakers are informed of which areas to concentrate taxes, subsidizations and information to. These things are in all probability necessary if a large scale modal shift is desired. The contribution of the effect a modal shift could have on the environmental impact of the transportation might make certain practitioners that compete on a market where a low environmental footprint is a strong competitive weapon to rethink their modal choice.

In the printed version is the Licentiate series number and ISSN is incorrect. In the electronic version is the correct series number changed to 1635 and the ISSN to the correct one.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16698/1/Dawn_Birch_Thesis.pdf.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.
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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.
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Hung, Hing-keung, and 孔慶強. "Learning with multimodal meaning representation : engaging students in creating video representation on community issues." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/198842.

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Triggered by the rapid development of information technology, the global teaching and learning environment is facing a revolutionary change in terms of the modes of communication. Since the advent of the first schools, verbal presentation and written text have been the dominant modes of teaching. However, as information technology becomes increasingly integrated in education—with the development of social network communication acting as a catalyst—students are communicating beyond the text mode to incorporate other visual elements, experiencing ‘multimodal communication’. New modes of communication between teachers and students are emerging to replace the once unique textual mode, both within and beyond school. Audio, pictures, symbols and gestures are widely used in the multimodal communication of meaning. Literacy, which is about ability in reading and writing, has gradually shifted towards the emerging multiliteracies. Given this growing use—supported by information technology—of multimodal communication among students, more research is needed to enhance our understanding of the learning processes involved. The objective of my thesis is to explore what and how students learn through multimodal meaning representation on community issues. The research focused in particular on 2007, a transitional year in the curriculum reform of Hong Kong’s secondary schools. During this time, the global social communication network was well used by youth in a local context, and it was found that students were able to create video artefacts including multimodal meaning representation of issues beyond the subject disciplines included in the curriculum reform. This research involved a multiple-case study of six Grade 10 students creating multimodal meaning representation of community issues in 2007, in preparation for a new core subject, “Liberal Studies”, prior to its implementation in the new Hong Kong senior secondary school curriculum in 2009. The Hong Kong Education Bureau introduced a new school-based assessment in the new curriculum, along with the written examination. It specified that each student must make an enquiry on community issues and submit an Independent Enquiry Study (IES) report, in either written or non-written mode such as a video artefact. By conducting participant observations of and in-depth interviews with the students and teachers involved, and applying multimodal analysis to the student video artefacts, the research found that students had learnt through multimodal meaning representation. The findings have helped to conceptualise a new learning framework beyond traditional literacy learning at school. The results have implications for further understanding of how students learn with multimodal meaning representation, and add value to the curriculum reform by incorporating innovative pedagogy in engaging student learning through creating video artefacts on community issues beyond the traditional subject-based curriculum. It is argued that traditional literacy might not be the only condition for the development of multiliteracies, and that the use of multimodal representation will facilitate the development of multiliteracies. Overall, students will learn about topics related to community issues by creating video artefacts with multimodal meaning representation to explain the issues, and at the same time they will develop important thinking skills related to the 21st century.
published_or_final_version
Education
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Doctor of Philosophy
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Ferguson, Ralph. "Multimodal Literacy as a form of Communication : What is the state of the students at Dalarna University multimodal literacy?" Thesis, Högskolan Dalarna, Ljud- och musikproduktion, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-16835.

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Literacy is an invaluable asset to have, and has allowed for communication, documentation and the spreading of ideas since the beginning of the written language. With technological advancements, and new possibilities to communicate, it is important to question the degree to which people’s abilities to utilise these new methods have developed in relation to these emerging technologies. The purpose of this bachelor’s thesis is to analyse the state of students’ at Dalarna University mulitimodal literacy, as well as their experience of multimodality in their education. This has led to the two main research questions: What is the state of the students at Dalarna University multimodal literacy? And: How have the students at Dalarna University experienced multimodality in education? The paper is based on a mixed-method study that incorporates both a quantitative and qualitative aspect to it. The main thrust of the research paper is, however, based on a quantitative study that was conducted online and emailed to students via their program coordinators. The scope of the research is in audio-visual modes, i.e. audio, video and images, while textual literacy is presumed and serves as an inspiration to the study. The purpose of the study is to analyse the state of the students’ multimodal literacy and their experience of multimodality in education. The study revealed that the students at Dalarna University have most skill in image editing, while not being very literate in audio or video editing. The students seem to have had mediocre experience creating meaning through multimodality both in private use and in their respective educational institutions. The study also reveals that students prefer learning by means of video (rather than text or audio), yet are not able to create meaning (communicate) through it.
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Smith, Mandy Beth. "How students use multimodal composition to write about communities." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211985069.

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Burström, Johan. "A Multimodal Approach to Autonomous Document Categorization Using Convolutional Neural Networks." Thesis, Umeå universitet, Institutionen för datavetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156289.

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When international students apply for the Swedish educational system, they send documents to verify their merits. These documents are categorized and evaluated by administrators. This thesis approach the problem of document classification with a multimodal convolutional network. By looking at both image and text features together, it is examined if the classification is better than any of the sources alone. The best result for single source classification was when the input was text at 85.2% accuracy, this was topped by the multimodal approach with a accuracy of 88.4%.This thesis concludes that there is a gain in accuracy when using a multimodal approach.
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Kadić, Amir, and Arta Javadi. "Multimodal interaktion : som stöd för rehabilitering av Parkinsonpatienter." Thesis, Högskolan i Borås, Institutionen Handels- och IT-högskolan, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-16614.

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Det finns ett behov inom vårdsektorn att på ett mera effektivt sätt kunna bedöma om patienter med Parkinsons sjukdom har rätt medicinering. Behovet ligger i att se om det är möjligt att med hjälp av ett IT-system kunna göra bedömningen på distans och på så sätt effektivisera processen.I och med att Parkinsonpatienter har symptom som t.ex. överrörlighet är inte traditionella lösningar med styrenheter såsom mus och tangentbord lämpliga. Istället har ett användargränssnitt baserat på multimodal interaktion utformats, där användaren interagerar med systemet genom röststyrning och rörelseigenkänning.Detta har gjorts med hjälp av Microsofts Kinect kamera, som är ett verktyg som möjliggör bredare och mer betydelsefull multimodal interaktion mellan människa och dator. Design av gränssnittet har gjorts efter etablerade designprinciper där användbarhet har legat i fokus. Även empiriska undersökningar har genomförts för att skapa en bredare förståelse för hur ett gränssnitt bör utformas för att bli användbart.Resultatet visar att grundprinciperna för ett användbart gränssnitt är väldigt lika oavsett om interaktionen sker på ett traditionellt sätt eller genom nyare teknik som t.ex. röst- och rörelsestyrning. Nyckelaspekter är att systemet ska vara effektivt, lätt att lära sig och förstå, samt att fel ska hanteras på ett korrekt sätt.Utifrån teorin och de empiriska undersökningarna har ett antal riktlinjer tagits fram för utformning av ett användbart multimodalt gränssnitt. Teorierna har även testats mot verkligheten genom en prototyp som använder sig av röst- och rörelsestyrning.
Program: Systemvetarutbildningen
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Books on the topic "Multimodal technology"

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Jewitt, Carey. Technology, literacy, learning: A multimodal approach. London: Routledge, 2005.

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1959-, LeVine Philip, and Scollon Ronald 1939-, eds. Discourse and technology: Multimodal discourse analysis. Washington, D.C: Georgetown University Press, 2004.

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Inside multimodal composition. Cresskill, NJ: Hampton Press, 2011.

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Eremeeva, Lyudmila. Intermodal and multimodal transport. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/993498.

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The textbook examines the theoretical and methodological foundations of intermodal and multimodal transportation, their organizational aspects necessary for effective management of transport processes in the supply chain in the context of modern development of economic systems using several modes of transport, taking into account the branching of transport networks, transport infrastructure, accessibility to the locations of shippers and consignees. It contains control questions on chapters, a list of topics for abstracts and reports, test and situational tasks, a glossary and appendices. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students in higher educational institutions in the bachelor's degree program "Technology of transport processes" of all forms of education. It can be used by specialists of enterprises, operators, participants of multimodal transport for the effective organization of transportation of both domestic and international commodity flows.
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Skill training in multimodal virtual environments. Boca Raton, FL: Taylor & Francis, 2012.

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Loveless, Douglas J. Academic knowledge construction and multimodal curriculum development. Hershey: Information Science Reference, 2014.

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Multimodal composing in classrooms: Learning and teaching for the digital world. New York: Routledge, 2012.

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R, Kress Gunther, ed. Multimodal teaching and learning: The rhetorics of the science classroom. London: Continuum, 2001.

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Li, Ying. Video content analysis using multimodal information: For movie content extraction, indexing, and representation. Boston, MA: Kluwer Academic Publishers, 2003.

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C, Pappas Christine, and Arsenault Amy, eds. Children's ways with science and literacy: Integrated multimodal enactments in urban elementary classrooms. New York, NY: Routledge, 2012.

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Book chapters on the topic "Multimodal technology"

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Jordan, Ethan T., and Heather L. H. Jordan. "A Technology-Focused Sharing Space for Faculty." In Multimodal Composition, 66–81. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003163220-6.

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Britton, Emma R., Hengyi Liu, Xinyue Zuo, and Theresa Y. Austin. "Multimodal resemiotization." In Technology in Second Language Writing, 98–113. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003279358-7.

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Allwood, Jens, and Elisabeth Ahlsén. "Multimodal Intercultural Information and Communication Technology – A Framework for Designing and Evaluating Multimodal Intercultural Communicators." In Multimodal Corpora, 160–75. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04793-0_10.

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Tao, Jianhua. "Multimodal Information Processing for Affective Computing." In Speech Technology, 151–66. New York, NY: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-73819-2_9.

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Bocewicz, Grzegorz, Zbigniew A. Banaszak, Peter Nielsen, and Quang-Vinh Dang. "Multimodal Processes Rescheduling." In IFIP Advances in Information and Communication Technology, 534–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-40352-1_67.

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Schneider, Jan, Daniele Di Mitri, Bibeg Limbu, and Hendrik Drachsler. "Multimodal Learning Hub: A Tool for Capturing Customizable Multimodal Learning Experiences." In Lifelong Technology-Enhanced Learning, 45–58. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98572-5_4.

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Jewitt, Carey. "Multimodal Discourses Across the Curriculum." In Language, Education and Technology, 31–43. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-02237-6_4.

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Bi, Xin. "Multimodal Sensor Collaborative Information Sensing Technology." In Environmental Perception Technology for Unmanned Systems, 169–202. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8093-2_6.

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Chen, Weitao, Xianju Li, and Lizhe Wang. "Multimodal Remote Sensing Science and Technology." In Remote Sensing Intelligent Interpretation for Mine Geological Environment, 7–32. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-3739-2_2.

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Edwards, A. D. N. "Multimodal Interaction and People with Disabilities." In Text, Speech and Language Technology, 73–92. Dordrecht: Springer Netherlands, 2002. http://dx.doi.org/10.1007/978-94-017-2367-1_5.

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Conference papers on the topic "Multimodal technology"

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Honold, Frank, Felix Schüssel, Florian Nothdurft, and Peter Kurzok. "Companion technology for multimodal interaction." In the 14th ACM international conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2388676.2388696.

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Murray, Gabriel, Hayley Hung, Joann Keyton, Catherine Lai, Nale Lehmann-Willenbrock, and Catharine Oertel. "Group Interaction Frontiers in Technology." In ICMI '18: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242969.3272960.

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Oviatt, Sharon. "Technology as Infrastructure for Dehumanization:." In ICMI '21: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3462244.3482855.

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Mishra, Ashish, Vinayak Bharadi, and Hemant Kekre. "Multimodal biometrics." In ICWET '10: International Conference and Workshop on Emerging Trends in Technology. New York, NY, USA: ACM, 2010. http://dx.doi.org/10.1145/1741906.1742159.

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Jaeger, M., K. G. Held, H. G. Akarcay, and M. Frenz. "Multimodal biomedical optoacoustic imaging." In CLEO: Applications and Technology. Washington, D.C.: OSA, 2016. http://dx.doi.org/10.1364/cleo_at.2016.ath3n.1.

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Czerwinski, Mary. "Using Technology for Health and Wellbeing." In ICMI '18: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3242969.3243392.

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Carvalho, Felipe Reinoso, Kris Steenhaut, Raymond van Ee, Abdellah Touhafi, and Carlos Velasco. "Sound-enhanced gustatory experiences and technology." In ICMI '16: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/3007577.3007580.

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Williamson, Julie, Tom Flint, and Chris Speed. "Playlab: telling stories with technology (workshop summary)." In ICMI '17: INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136755.3137022.

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Carbone, Paula. "DIGITAL, MULTIMODAL ASSESSMENT IN TEACHER EDUCATION: MULTIMODAL COMPOSITIONS FOR INCLUSION AND EQUITY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1242.

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Avella-Rodriguez, Edna, Jose Miguel Ramirez, and Esteban Rosero. "Multimodal Wearable Technology Approaches to Human Falls." In 2022 IEEE International Humanitarian Technology Conference (IHTC). IEEE, 2022. http://dx.doi.org/10.1109/ihtc56573.2022.9998346.

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Reports on the topic "Multimodal technology"

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Finomore, Victor S., Benjamin A. Knott, W. T. Nelson, Scott M. Galster, and Robert S. Bolia. The Effects of Multimodal Collaboration Technology on Subjective Workload Profiles of Tactical Air Battle Management Teams. Fort Belvoir, VA: Defense Technical Information Center, May 2007. http://dx.doi.org/10.21236/ada472488.

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McQueen, Bob, ed. Unsettled Issues Concerning Urban Air Mobility Infrastructure. SAE International, November 2021. http://dx.doi.org/10.4271/epr2021025.

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Urban air mobility (UAM) refers to urban transportation systems that move people by air. UAM offers the potential for reducing traffic congestion in cities and providing an integrated approach to urban mobility. With the emergence of electric vertical takeoff and landing (eVTOL) aircraft, drone technology, and the possibility of automated aircraft, interest in this topic has grown considerably for private sector solution providers—including aerospace and technology companies—as well as urban planners and transportation professionals. Unsettled Issues Concerning Urban Air Mobility Infrastructure discusses the infrastructure requirements to effectively integrate UAM services into the overarching urban transportation system to enable multimodal trips and complete origin to destination travel.
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Kirwan, Pat, Jeannine Siviy, Lisa Marino, and John Morley. Improvement Technology Classification and Composition in Multimodel Environments. Fort Belvoir, VA: Defense Technical Information Center, February 2008. http://dx.doi.org/10.21236/ada632582.

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Siviy, Jeannine, Pat Kirwan, Lisa Marino, and John Morley. Strategic Technology Selection and Classification in Multimodel Environments. Fort Belvoir, VA: Defense Technical Information Center, May 2008. http://dx.doi.org/10.21236/ada622130.

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Benkraouda, Ouafa, Lindsay Braun, and Arnab Chakraborty. Policies and Design Guidelines to Plan for Connected and Autonomous Vehicles. Illinois Center for Transportation, August 2022. http://dx.doi.org/10.36501/0197-9191/22-012.

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This report chronicles the work undertaken by researchers at the University of Illinois Urbana Champaign to identify policies and design guidelines to plan for connected and autonomous vehicles (CAVs) in mid-sized regions in Illinois. The report starts with the goals of this work followed by a review of existing literature. The review addresses CAV technologies and scenario planning, including academic research articles, policies and guidance documents from federal and state agencies, and recent long-range transportation plans. The review findings are organized into three categories—drivers, levers, and impacts—to facilitate scenario-based planning and included key factors and trends in technology development and adoption (drivers), mechanisms that planners and policymakers may employ to intervene in or prepare for CAV futures (levers), and community-level outcomes of different plausible CAV futures (impacts). Primary research was undertaken first by interviewing practitioners in six mid-sized regions of Illinois to collect inputs about their needs and obstacles to planning for CAVs, as well as to understand their sense of their community’s preparedness for CAVs. The research team then conducted a detailed survey of over 700 residents from the Greater Peoria region to understand their would-be travel behavior and residential location decisions in a CAV future and general attitude toward self-driving cars. These inputs helped identify the key drivers, levers, and impacts to be employed in creating scenarios, a list of selected policies and design, and a framework to select appropriate responses based on the needs and desires of a community. The detailed scenarios are as follows: (1) continuation of the status quo, (2) private multimodal future, and (3) shared multimodal future. The policies and design guidelines are identified for each scenario and are categorized into six sets of action items: general, data and digitization, mobility and traffic, street design, infrastructure, and planning. Specific details of each action item are organized in a format that allows the user to consider each item carefully and to assess its feasibility in a specific region or city. The appendices include background documents related to primary research and, importantly, a handbook for practitioners.
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Baloch, Imdad, Tom Kaye, Saalim Koomar, and Chris McBurnie. Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0026.

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The COVID-19 pandemic has resulted in mass school closures across the world. It is expected that the closures in low- and -middle-income countries (LMICs) will have long-term negative consequences on education and also on broader development outcomes. Countries face a number of obstacles to effectively delivering alternative forms of education. Obstacles include limited experience in facing such challenges, limited teacher digital and pedagogical capacity, and infrastructure constraints related to power and connectivity. Furthermore, inequalities in learning outcomes are expected to widen within LMICs due to the challenges of implementing alternative modes of education in remote, rural or marginalised communities. It is expected that the most marginalised children will feel the most substantial negative impacts on their learning outcomes. Educational technology (EdTech) has been identified as a possible solution to address the acute impact of school closures through its potential to provide distance education. In this light, the DFID Pakistan team requested the EdTech Hub develop a topic brief exploring the use of EdTech to support distance learning in Pakistan. Specifically, the team requested the brief explore ways to provide distance education to children in remote rural areas and urban slums. The DFID team also requested that the EdTech Hub explore the different needs of those who have previously been to school in comparison to those who have never enrolled, with reference to EdTech solutions. In order to address these questions, this brief begins with an overview of the Pakistan education landscape. The second section of the brief explores how four modes of alternative education — TV, interactive radio instruction, mobile phones and online learning — can be used to provide alternative education to marginalised groups in Pakistan. Multimodal distance-learning approaches offer the best means of providing education to heterogeneous, hard-to-reach groups. Identifying various tools that can be deployed to meet the needs of specific population segments is an important part of developing a robust distance-learning approach. With this in mind, this section highlights examples of tools that could be used in Pakistan to support a multimodal approach that reaches the most hard-to-reach learners. The third and final section synthesises the article’s findings, presenting recommendations to inform Pakistan’s COVID-19 education response.<br> <br> This topic brief is available on Google Docs.
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